| dc.contributor.author | RATRIANASARI, DANI | |
| dc.date.accessioned | 2018-02-14T02:44:09Z | |
| dc.date.available | 2018-02-14T02:44:09Z | |
| dc.date.issued | 2015-09-01 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/17732 | |
| dc.description | ntelligence as one of the aspects in educational field becomes an urgent
thing that must be considered in teaching and learning process. The purposes of
this study were to find out the students’ most dominant intelligence, to know
students’ speaking skill and to inspect the correlation between students’ most
dominant intelligence and students’ speaking skill at EED UMY. This research
used quantitative design with 59 students being participants of this study. The
participants were students at English Education Department academic year 2014
that were in Listening and Speaking for Career Development classes. A set of
questionnaire made by Branton Shearer which consisted of 30 items with four
responses was distributed. The results revealed that students’ most dominant
intelligence was the intrapersonal intelligence. From 59 participants, the
intrapersonal intelligence gained the most significant result with 25 students were
in the intrapersonal intelligence, five students were in linguistic intelligence, five
people were in musical intelligence, four students were in logical-mathematical
intelligence and one student was in visual-spatial intelligence. The results also
indicated that there were seven other participants who had two dominant
intelligences. For example they had intrapersonal and interpersonal intelligence
which obtained the same score. The results showed there were four students who
had three dominant intelligences. For instance a student had intrapersonal, logical-
mathematical, and musical intelligence as the dominant intelligence. The results
also showed one of the total participants had intrapersonal, interpersonal,
linguistic, and visual-spatial intelligences as the dominant intelligence. The data on students’ speaking skill also showed that students of EED UMY 2014 had
good ability in speaking skill because the value of mean was 16. Pearson Product
Moment correlation (r) indicated that there was a weak correlation between
students’ most dominant intelligence and students’ speaking skill (r = 0.03).
Hence, the hypothesis of Howas rejected and the hypothesis of H was accepted. | en_US |
| dc.description.abstract | ntelligence as one of the aspects in educational field becomes an urgent
thing that must be considered in teaching and learning process. The purposes of
this study were to find out the students’ most dominant intelligence, to know
students’ speaking skill and to inspect the correlation between students’ most
dominant intelligence and students’ speaking skill at EED UMY. This research
used quantitative design with 59 students being participants of this study. The
participants were students at English Education Department academic year 2014
that were in Listening and Speaking for Career Development classes. A set of
questionnaire made by Branton Shearer which consisted of 30 items with four
responses was distributed. The results revealed that students’ most dominant
intelligence was the intrapersonal intelligence. From 59 participants, the
intrapersonal intelligence gained the most significant result with 25 students were
in the intrapersonal intelligence, five students were in linguistic intelligence, five
people were in musical intelligence, four students were in logical-mathematical
intelligence and one student was in visual-spatial intelligence. The results also
indicated that there were seven other participants who had two dominant
intelligences. For example they had intrapersonal and interpersonal intelligence
which obtained the same score. The results showed there were four students who
had three dominant intelligences. For instance a student had intrapersonal, logical-
mathematical, and musical intelligence as the dominant intelligence. The results
also showed one of the total participants had intrapersonal, interpersonal,
linguistic, and visual-spatial intelligences as the dominant intelligence. The data on students’ speaking skill also showed that students of EED UMY 2014 had
good ability in speaking skill because the value of mean was 16. Pearson Product
Moment correlation (r) indicated that there was a weak correlation between
students’ most dominant intelligence and students’ speaking skill (r = 0.03).
Hence, the hypothesis of Ho was rejected and the hypothesis of H was accepted. | en_US |
| dc.publisher | FAKULTAS PENDIDIKAN BAHASA UNIVERSITAS MUHAMMADIYAH YOGYAKARTA | en_US |
| dc.subject | multiple intelligences, speaking skill | en_US |
| dc.title | THE CORRELATION BETWEEN MULTIPLE INTELLIGENCES AND STUDENTS’ ACHIEVEMENT IN SPEAKING CLASS AT ENGLISH EDUCATION DEPARTMENT, UNIVERSITAS MUHAMMADIYAH YOGYAKARTA | en_US |
| dc.type | Thesis | en_US |
